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UNITED STATES OF AMERICA. 



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APR IX 1898 



rWOCOPiFSfiECEivED. 



AUTOMATIC INSTRUCTOR, 



PKACTICAL SYSTEM FOR HOME 
STUDY. 

/ 



ST. PAUL, MINN.: 

WM. KENNEDY PRINTING CO. 

1898. 



2nd COPY, 

1898. \ W ^ ^^ 






olob 

Copyright, 1898, by 
G. W. READ. 



CONTENTS. 



Introduction 5 

I. 

General Principles of the System 8 

II. 

General Description of the System ....... 13 

III. 

The System Applied 15 

IV. 

Formulating Questions 40 

V. 
Memory Training 44 

VI. 

Learning a Book in One Reading 47 

VII. 

Extension of the System 52 



THE 

AUTOMATIC INSTRUCTOR. 



INTEODUCTION. 

Some years ago I was very anxious to 
obtain a certain appointment to be made 
by competitive examination. One of my 
friends wliom I consulted about the matter 
and who had previously won a similar ap- 
pointment, told me that the key to success 
in a competitive examination was a de- 
termination to win, and that with such a 
determination, backed by persevering and 
diligent study, failure would be unlikely 
if not impossible. 

It occurred to me that if the other can- 
didates were also imbued with this spirit 
of determination, success would fall to the 



6 THE AUTOMATIC INSTKUCTOE. 

one wlio was most earnest and careful in 
his preparation. I made up my mind no 
one should surpass me in tMs respect. 

After studying hard for a week or more, 
I became discouraged. My progress in no 
sense corresponded with the efforts I was 
making. This, I now see clearly, was due 
to the foUomng circumstances : 

1. I had been out of school for a long 
time and my mind had lost the training 
acquired by the habit of daily study. 

2. In the absence of an instructor to 
guide them, my efforts were not sufficiently 
systematic and the actual progress made 
was uncertain. 

3. In my anxiety for thorough prepara- 
tion in a limited time there was a constant 
tendency to hurry and an effort to learn 
more in one day than the mind could possi- 
bly assimilate. 

This led to mental fatigue and mind 
wandering. I often became conscious of 
having read a dozen pages or more while 



THE AUTOMATIC Il^STRUCTOE. 7 

tliinkins: of wliat I would do after s-ettins; 
tlie appointment or of sometMng else en- 
tirely foreign to tlie contents of the book. 

It also led to the belief tliat my mem- 
ory was weak, for a carefully studied lesson 
would soon become confused and indis- 
tinct. The conviction tkat I was wasting 
time of wMcIl every moment was precious 
led to a careful consideration of tlie case 
and to tke discovery of a system so simple, 
so easy of application, and so effective, 
tkat I was able to learn with absolute 
tkorougkness tke various subjects to be 
covered by the examination. 

I attribute my success in tke competitive 
examination, and in obtaining tke coveted 
appointment, entirely to tlie system de- 
scribed in tke following pages. While 
especially adapted to use in preparing for 
examinations, it is believed this system mil 
be found of value by anyone pursuing a 
course of study or reading at home, vntk- 
out an instructor. 

G. w. R. 



8 THE AUTOMATIC INSTRTJCTOK. 



GENERAL PRINCIPLES OF THE 

SYSTEM. 



Every practical system for learning a 
book is based on tlie following funda- 
mental principles : 

a. The mind must be concentrated 
upon wliat is read. 

b. An analysis must be made, separat- 
ing the essential from the immaterial. 

c. The impression produced by the 
essential must be strong enough to cause 
the mind to retain it, or the original im- 
pression must be sufficiently strengthened. 

These three principles may be sum- 
marized in the three words. 



THE AUTOMATIC INSTRUCTOR. 9 

a. Concentration. 

b. Analysis, 

c. Retention. 

It is well known tliat the most natural 
way to deepen a mental impression is by 
repetition. 

If part of a lesson is perfectly known, 
repetition should be confined to the part 
remaining to be learned, so as to impress 
the mind most strongly with that which 
is assimilated most slowly. This makes it 
desirable to separate the parts which the 
mind grasps strongly at once and retains 
firmly from those grasped less strongly and 
retained with difficulty. 

After the learning process is finished, its 
thoroughness should be tested by an ex- 
amination ; otherwise one cannot be sure 
of having accomplished his purpose. 

In the system to be explained, retention 
is assured by : 

d. Repetition. 

e. Separation. 
/. Examination. 



10 THE AUTOMATIC INSTRIJCTOE. 

and the elements of the system may be 
completely classified as follows : 
a. Concentration. 

h. Analysis. 

id. Repetition, 

e. Separation. 

/. Examination. 

Concentration and analysis go liand in 
hand. 

Every book to be learned is made up 
of essential points usually preceded or 
followed, or both, by explanations or il- 
lustrations and other incidental matter in- 
tended to elucidate the main principle or 
point. The salient points form the " meat " 
or substance of the book, and when the 
mind has grasped, digested, and retained 
them, the book is learned. After being 
read and understood, it is neither neces- 
sary nor desirable to burden the memory 
with the subordinate matter, which is only 
useful in helping the reader to understand 
the main points and in impressing them 
upon his mind. 



THE AUTOMATIC INSTRUCTOE. 11 

Books differ greatly in regard to tlie 
relative number of these material points. 
In a text -book, for example, nearly every 
sentence mil contain some statement or 
principle necessary to be learned and re- 
membered. In popular scientific and his- 
torical works, tlie illustrative and explana- 
tory matter will be proportionally greater, 
wMle in works of fiction tke reader may 
find few, if any, important points wMcli 
lie will care to learn and remember. 

In a text book, little is left to ckoice in 
tlie way of selecting tlie essential points. 
They follow one another like the steps of 
a stairway leading from ignorance to 
knowledge of the subject treated. 

In the reading of popular educational 
works, and works of fiction, the choice of 
the points to be remembered may be 
affected by the taste or special object of 
the reader. 

But whatever the book read or studied, 
the process of learning it will consist in an 
analysis of the contents and the retention 



12 THE AUTOMATIC IlSrSTEUCTOR. 

of this analysis in the mind of the reader 
or student. Without concentration, both 
analysis and retention are impossible ; 
without analysis, retention is impossible ; 
without retention, reading or study is labor 
lost. Hence, all these are necessary to the 
mastering of any book. 



THE AUTOMATIC IJ!TSTEUCTOR. 13 



IL 



GENERAL DESCRIPTION OF THE 

SYSTEM. 



The simplicity of the system referred 
to in the Introduction enables it to be 
described in a few words : 

The first step consists in formulating 
questions covering every point of im- 
portance in the text and in writing these 
questions on cards or slips of paper, with 
the number of the card and a reference to 
the place where the answer is to be found. 

The second step consists in taking the 
cards containing the questions prepared 
during the first half of the daily period 
available for study, and in devoting the 



14 THE ATTTOMATIC IKSTEUCTOK, 

second half of this period to answering" 
these questions without reference to the 
book. Whenever the proper answer is in 
doubt, the card containing the question is 
laid aside until the conclusion of the first 
attempt to answer all the questions. Then 
the answers to the questions on all cards 
which have been so laid aside are looked 
up, after which a second attempt to answer 
them is made without reference to the 
book, laying aside as before, the card con- 
taining any question still answered doubt- 
fully. This process is continued until all 
the questions prepared can be promptly 
and correctly answered without reference 
to the book. 

The third and final step consists first, in 
applying the process described in the pre- 
ceding paragraph to all the cards pre- 
pared on the book and second, in applying 
the same process after thoroughly shuffling 
the cards. 



THE AUTOMATIC INSTRUCTOR. 15 



III. 

THE SYSTEM APPLIED. 



Wlien tlie essential points are perfectly 
clear, as is usually tlie case in a text-book, 
tlie application of tlie system is very simple. 
For example, suppose it is desired to ac- 
quire a thorougli knowledge of the " Con- 
stitution of tlie United States." Take tiie 
book containing tbe Constitution, a pencil, 
and a number of cards or slips of paper 
of uniform size, about an incli and a lialf 
Avide by four inches long. 

Tlie Constitution consists of a Preamble 
followed by a number of Articles divided 
into Sections, wbicli, in turn, are divided 
into Clauses. Upon reading tke Preamble, 
it is seen tliat tke Constitution was adopted 



16 THE AUTOMATIC IKSTETTCTOR. 

by a specified people for certain defined 
objects. It is necessary to remember by 
wliom it was adopted and for wliat pur- 
pose ; tlierefore take one of tlie cards^ 
number it in the upper left band corner^ 
and write a question, tbe answer to wbicb 
is tbe essential point to be learned. Then 
place a reference in a convenient place on 
tbe card showing wbere tbe answer is to 
be found. Proceed in like manner mtb 
tbe succeeding Articles, sections, and 
clauses, as follows : 

CONSTITUTION OF THE UNITED STATES. 



We, the People of the United States, in order to 
form a more perfect union, establish justice, in- 
sure domestic tranquillity, provide for the com- 
mon defense, promote the general welfare, and 
secure the blessings of liberty to ourselves and 
our posterity, do ordain and establish this Con- 
stitution for the United States of America. 



THE AUTOMATIC INSTRtJCTOR. 17 



(1) 

Constitution U. S. Preamble. 



What were tlie six objects of 
tlie Constitution ? By wliom was 
it ordained and adopted ? 



Article I. Legislative Department. 
Section I. All legislative powers herein 
granted shall be vested in a Congress of the 
United States, which shall consist of a Senate and 
House of Representatives. 



(2) 
Constitution U. S. Article I. § I. 



What body is vested with the 
legislative power granted by the 
Constitution ? Of what does this 
body consist ? 



18 THE AUTOMATIC INSTRUCTOE. 

Section II.— Clause 1. The House of Repre- 
sentatives shall be composed of members chosen 
every second year by the people of the several 
States, and the electors in each State shall have 
the qualifications requisite for electors of the 
most numerous branch of the State Legislature. 



(3) 

Constitution U.S. Article I. § II. 
Clause 1. 



Wliat is tlie composition of tlie 
House of Representatives ? 

Wliat qualifications must be 
possessed by the electors in each 
State ? 



Clause 2. No person shall be a representative 
who shall not have attained to the age of twenty- 
five years, and been seven years a citizen of the 
United States, and who shall not, when elected, 
be an inhabitant of that State in which he shall 
be chosen. 



THE AUTOMATIC INSTRtJCTOR. 19 



(4) 

Constitution U. S. Article I. § II. 
Clause 2. 



Wliat three qualifications must 
be possessed by a representative ? 



Clause 3. Representatives and direct taxes 
shall be apportioned among" the several States 
which may be included Tvithin this Union, ac- 
cording- to their respective numbers, which shall 
be determined by adding to the whole number of 
free persons, including those bound to service 
for a term of years, and excluding Indians not 
taxed, three-fifths of all other persons- The actual 
enumeration shall be made within three years 
after the first meeting of the Congress of the 
United States, and within every subsequent term 
of ten years, in such manner as they shall by law 
direct. The number of representatives shall not 
exceed one for every thirty thousand, but each 
State shall have at least one representative ; and 
until such enumeration shall be made, the State 
of New Hampshire shall be entitled to choose 
three ; Massachusetts, eight ; Rhode Island and 



20 



THE AUTOMATIC II^STKUCTOR. 



Providence Plantations, one ; Connecticut, five ; 
New York, six ; New Jersey, four; Pennsylvania, 
eig-ht ; Delaware, one ; Maryland, six ; Virginia, 
ten ; North Carolina, five ; South Carolina, five ; 
and Georg-ia, three. 



(5) 
Constitution IT. S. Article I. § II. 

Clause 3. 



How are representatives ap- 
portioned among tlie several 
States ? 

What else is apportioned on 
tlie same basis ? 



(6) 

Constitution U. S. Article I. § II. 
Clause 3. 



In tlie apportionment of repre- 
sentatives liow are tlie " respective 
numbers " in a State determined? 

Wliat actual enumerations are 
provided for ? 



THE AUTOMATIC INSTEUCTOR. 21 



(7) 

Constitution U. S. Article I. § II. 
Clause 3. 



Wliat are tlie limits of the 
number of representatives from 
eacli State ? 

How many members liad tlie 
first House of Representatives ? 



Clause 4. When vacancies happen in the 
representation from any State the executive 
authority thereof shall issue writs of election to 
fill such vacancies. 



(8) 

Constitution 11. S. Article I. § II. 
Clause 4. 



When vacancies happen in the 
representation from any State, 
how are they filled ? 



22 THE AUTOMATIC IT^STRUCTOK. 

Clause 5. The House of Representatives shall 
choose their Speaker and other officers ; and shall 
have the sole power of impeachment. 



(9) . . 

Constitution IT. S. Article I. § II. 
Clause 5. 



Wliat is tlie name of tlie pre- 
siding officer of tlie House of 
Representatives and how are all 
officers of that body chosen ? 
What body has the sole power 
of impeachment ? 



Section III.— Ciause 1. The Seaate of the 
United States shall be composed of two Senators 
from each State, chosen by the legislature there- 
of, for six years ; and each senator shall have 
one vote. 



THE AUTOMATIC IlSrSTEUCTOR. 23 



(10) Constitution U. S. Art. I. 
S III. Clause 1. 



What is tlie composition of the 
U. S. Senate ? 

How are senators chosen ? 

For how long ? 

How many votes has a Senator ? 



Clause 2. Immediately after they shall be 
assembled in consequence of the first election, 
they shall be divided as equally as may be into 
three classes, The seats of the senators of the 
first class shall be vacated at the expiration of 
the second year ; of the second class at the ex- 
piration of the fourth year ; and of the third 
class, at the expiration of the sixth year ; so that 
one third may be chosen every second year ; and 
if vacancies happen by resignation, or otherwise, 
during- the recess of the Legislature of any State, 
the executive thereof may make temporary ap- 
pointments until the next meeting of the Legis- 
lature, which shall then fill such vacancies. 



24 



THE AUTOMATIC II^STRUCTOR. 



(11) 



Constitution U. S. Art. I. 
8 III. Clause 2. 



Upon assembling after tlie first 
election, liow were tlie senators 
to be classified ? 

What was tlie object of tMs 
classification ? 



(12) 






Constitution U. S. 


Article I. j 


§ III. Clause 


9 

"7 




Wlien a vacancy in 


the Senate 


occurs during a recess 


of the 


Legislature of any State, 


how is 


it filled ? 







Clause 3. No person shall be a senator who 
shall not have attained to the ag-e of thirty years, 
and been nine years a citizen of the United States, 
and who shall not, when elected, be an inhabitant 
of that State for which he shall be chosen. 



THE AUTOMATIC INSTRTJCTOE. 25 



(13) 

Constitution U. S. Article I. 
8 III. Clause 3. 



What tliree qualifications must 
a senator possess ? 



Clause 4. The Vice-President of the United 
States shall be president of the Senate, but shall 
have no vote, unless they be equally divided. 

Clause 5. The Senate shall choose their other 
officers, and also a president pro tempore, in the 
absence of the Vice-President, or when he shall 
exercise the office of President of the United 
States. 



26 THE AUTOMATIC INSTEUCTOK. 



[ 



(14) 

Constitution U.S. Article I. § III. 
Clause 4 and 5. 

Wlio is president of tlie Senate 1 
How are tlie other officers 

chosen ? 

When and how is a president 

pro tempore chosen ? 



Clause 6, The Senate shall have the sole power 
to try all impeachments ; when sitting- for that 
purpose they shall be on oath or affirmation. 
When the President of the United States is tried, 
the Chief Justice shall preside ; and no person 
shall be convicted without the concurrence of 
two thirds of the members present. 



THE AUTOMATIC INSTRUCTOR. 27 



(15) 

Constitution U. S. Article 1. 8 III. 
Clause 6. 



Where does the sole power of 
trying impeacliinent rest ? Who 
presides during a trial of the 
President of the U. S. ? What 
is essential to conviction ? 



Clause 7. Judg-ment in cases of impeachment 
shall not extend further than to removal from 
office, and disqualification to hold and enjoy any 
office of honor, trust, or profit, under the United 
States ; but the party convicted shall neverthe- 
less be liable and subject to indictment, trial, 
judg-ment, and punishment, according to law. 



28 THE AUTOMATIC II^STEUCTOE. 



(16) 

Constitution U. S. Article I. 
S III. Clause 7. 



How far may judgment ex- 
tend in cases of impeacliment ? 

Does this bar further proceed- 
ings and subsequent trial and 
punishment ? 



It will be assumed that only one hour 
was available for study at this time and 
that half an hour has been consumed in 
formulating these questions and preparing 
the sixteen cards. 

Closing the book, the cards, arranged in 
a pack in numerical order, are taken in 
hand, and an effort made to answer the 
questions. Whenever the questions on the 
top card can be answered without difficulty, 
that card is shifted to the bottom of the 
pack ; but whenever a question is met 
which cannot be answered without hesita- 
tion, the card containing it is laid aside. 



THE AUTOMATIC Il^STRUCTOE. 29 

It should not take more tlian ten minutes 
to run tlirougli tlie cards in tlie manner 
described. At tlie end of tliat time, it 
may be found tliat half or even more of 
tlie cards liave been laid aside because of 
an uncertainty as to the proper answer to 
some question, or entire inability to answer 
it. 

These cards are now taken and the cor- 
rect answers looked up in the place in- 
dicated by the reference. The book is 
then closed again, and another effort made 
to give the correct answers to these ques- 
tions. Should any answer be still doubt- 
ful, the card containing the question is 
laid aside as before, and this process con- 
tinued until all the questions have been 
correctly answered. 

If any time remains, all the cards may 
be gone over again, which should not take 
more than five minutes. 

Finally, the cards are arranged in nu- 
merical order and fastened together by a 
rubber band. 



80 THE AUTOMATIC IJS^STRtJCTOB. 

The next time study is resumed, pro- 
ceed in a similar manner and continue from 
day to day until tlie entire Constitution lias 
been studied. 

Tlie cards prepared will now number 
about a hundred. Tlie next step is to take 
all tliese cards, arranged in a pack in nu- 
merical order, and go over tkem as de- 
scribed in tlie case of the first sixteen, being 
careful to lay aside every card containing 
a question not answered with readiness and 
ease. 

The answers to these questions are then 
to be looked up as before described, and 
the process continued until every question 
has been answered without hesitation. 

Finally, the cards are to be thoroughly 
shuffled, so as to arrange them in hap- 
hazard order, and are then to be gone 
over as before. 

At the conclusion of this process, the 
student, no matter how mediocre his 
natural ability, will be able to pass a 
perfect examination on the Constitution „ 



THE AUTOMATIC IISrSTEUCTOR. 81 

Moreover tlie learning process will liave 
been at all times easy and pleasant. Tlie 
time consumed will not liave been great in 
proportion to tlie results obtained. If tlie 
same number of liours bad been devoted 
to reading the Constitution over and over 
again, no matter bow carefully, tbe know- 
ledge acquired would bave been incom- 
parably less complete tban tbat resulting 
-from tbe application of tbis system. 

If it is desired to review tbe subject at 
any future time, it is only necessary to 
take tbe cards originally prepared and go 
over tbem as indicated Tbe entire sub- 
ject can tbus be tborougbly reviewed in a 
fraction of tbe time required by any otber 
metbod. 

It will be observed tbat in preparing 
tbe questions tbe mind is necessarily con- 
centrated on tbe material points. Tbe pro- 
cess is mecbanical. No effort wbatever is 
required to prevent mind wandering. 

Tbe preparation of tbe questions also 
requires a mental analysis of tbe subject. 



32 THE AIJTOMATIC IlS-STIiUCTOR. 

Take clause 3 of Section II, for example, 
A careful reading shows tlie essential 
points to be : 

1. Tlie manner of apportioning repre- 
sentatives in Congress among tlie several 

States. 

2. The manner of apportioning direct 
taxes among tlie several States. 

3. The manner in which the respective 
numbers in the several States shall be de- 
termined as a basis for representation and 
direct taxes. 

4. The actual enumerations to be made 
and the manner of making them. 

5. The maximum and minimum num- 
ber of representatives from any State. 

6. The designation of the numbers of 
representatives to which each of the orig- 
inal States was to be entitled prior to the 
taking of the first census. 

The last point might be covered by 



"THE AUTOMATIC I:N^STRUCT0R. 33 

questions to bring out the number of rep- 
resentatives allowed each State, but it 
would be useless to burden the memorv 
with such details. It should be quite 
sufficient to know the total membership of 
the first House of Representatives. 

In a similiar way a mental analysis is 
made every time a question is prepared, 
and the essential point is emphasized by 
writing the question on the card. 

This concentration and analysis^ in them- 
selves, strongly impress the essential points 
on the mind. 

Answering the questions on the cards is 
the repetition necessary to retention. 

Laying aside the cards containing ques- 
tions which cannot be answered is the 
separation of the unknown from the known. 

Looking up the correct answers to only 
those questions which could not be an- 
swered, impresses the mind strongly with 
whatever remains to be learned. 

Finally, going over all the cards, ar- 
ranged first in numerical and then in hap- 



34 THE AUTOMATIC INSTEUCTOE. 

hazard order, is both a general review of 
tlie subject and tlie examination necessary 
to assure tlie student of Ms thorougli know- 
ledge thereof. 

As another illustration of the use of the 
System let us take " Algebra," a repre- 
sentative text -book of the conventional 

^ype. 

Chaptee I.* 

1. Quantity and Number. Whatever may be 
regarded as being- made up of parts like the 
whole is called a quantity. 

In other words whatever admits of division 
into parts all the same in kind as the whole^ is a 
quantity. 

To measure a quantity of any kind is to find 
how many times it contains another known 
quantity of the same kind. 

A known quantity which is adopted as a stan- 
dard for measuring quantities of the same kind 
is called a unit. 

Thus the foot^ the pound, the dollar, the day, 
are units for measuring distance, weight, money, 
time. 

A number arises from the repetitions of the 
unit of measure, and show how^ many times the 
unit is contained in the quantity measured. 

* From Wentworth's College Algebra. 



THE AUTOMATIC INSTEUCTOR. 35 

Concentrating the mind upon this para- 
graph and analyzing it, the essential 
points may be covered by the following 
questions. 



(1) 

P. 1. Par. 1. 



What is quantity ? 

How is quantity measured ? 
What is a unit ? 
What is a number ? 



Proceeding in like manner, we have 

Par. 2. When a quantity is measured, the 
result obtained is expressed by prefixing- to the 
name of the unit the number which shows how 
many times the unit is contained in the quantity" 
measured. 

The result is called the measure of the 
quantity. The number which shows how many 
times the unit is taken is called the numerical 
measure of the quantity. 

Thus 7 feet, 8 pounds, are respectively mea- 
sures of distance and weight; the numerical 
measures being- respectively 7 and 8, 



36 



THE AUTOMATIC IISTSTEUCTOE;. 



(2) 



P. 2 Par. 2. 



How is tlie result obtained by 
measuring a quantity expressed ? 

What is this result called ? 

What is the numerical measure 
of a quantity ? 



Par. 3. For convenience, numbers are repre- 
sented by symbols. In arithmetic the symbols 
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, and combinations of these 
symbols, are embloyed to represent numbers. 

The series 0, 1, 2, 3, „, obtained by counting- 

is called the natural series of numbers. 

Any figure or combination of figures repre- 
sents one, and but one, particular number. 



THE AUTOMATIC IJVSTRUCTOR. 87 



(3) 














P. 


2. Par. 


3. 






How are 


numbers 


represeni 


:ed 


for convenience ? 








What 


is 


tlie natural 


series 


of 


numbers 


2 











Par. 4. Numbers in General. Numbers pos- 
sess many g^eneral properties, which are true, 
not only of a particular number but of all 
numbers. 

For example, the sum of 12 and 8 is 20, and the 
difference between 12 and 8 is 4. Their sum added 
to their difference is 24, which is twice the g^reater 
number. Their difference taken from their sum 
is 16, which is twice the smaller number. 

We shall see later on that these are g-eneral 
properties of numbers, viz : 

The sum of two numbers added to their 
difference is twice the 2^reater number ; the 
difference of two numbers taken from their sum 
is twice the smaller number. Or, 

(1) (greater number -f smaller number) -\~ 
(greater number — smaller number) = twice 
greater number. 



88 



THE AUTOMATIC INSTRUCTOE. 



(2) (greater number + smaller nuraiber) — 
(g"reater number — smaller number) = twice 
smaller number. 

But these statements may be very much 
shortened; for, as greater number and smaller 
number may mean any two numbers, two letters, 
as a and &, may be used to represent them ; then 
2a will represent twice the greater number, and 
2b twice the smaller. Then these statements 
become : 

(1) (a + b) + (a - b) = 2a. 

(2) (a + b) — (a — b) = 2b. 

In studying the general properties of num- 
bers, letters used to represent numbers may 
represent any numerical values consistent w^ith 
the condition of the problem. 



(4) 



P. 2. Par. 4. 



What is meant by " general 
properties" of numbers? 



THE AUTOMATIC IJ^STEUCTOR. 39 



(5) 

P. 2. par. 4. 



Grive example of general 
properties of numbers based 
upon relation between sum and 
difference of two numbers, and 
express tlie statement of the 
general property in three ways ? 



(6) 

P. 2. Par. 4. 



In studing tlie general proper- 
ties of numbers, what numerical 
values may be represented by the 
letters used to represent numbers ? 



40 THE AUTOMATIC INSTRUCTOR. 



IV. 
FORMULATING QUESTIONS. 



Tlie value to the student of a series of 
questions carefully prepared to cover tlie 
essential points of a subject is fully recog- 
nized by authors of text books. A list of 
sucli questions is not infrequently found 
at tlie bottom of each page, or at the end 
of each chapter, or sometimes at the end 
of the book. As a rule, the questions are 
intended more for the use of the student 
than for the teacher, and the object is 
evidently to emphasize the points essential 
to a thorough knowledge of the book. 

In the class-room, questions are used to 
bring out the important points of the lesson 
quite as much as to test the student's 



THE AUTOMATIC INSTRUCTOK. 41 

knowledge. A lecture is often closed by 
a " quiz." In examinations of all kinds 
tlie student's knowledge is more often 
tested by questions tkan in any other way. 

These questions are prepared by author 
or instructor. Perhaps the most important 
step in the system herein described is the 
preparation of an exhaustive series of ques- 
tions hy the student. In the framing of 
these questions, the important points of 
the book are introduced to the mind of the 
student individually and the acquaintance 
is cemented and catalogued by the process 
of ^vriting the question and the reference 
on the card. 

Should the system be applied to a book 
containing questions already prepared, 
those of the author should not be used 
until after the student's o^vn questions 
have been formulated. The latter may 
then be compared with the former, and 
modified, if by so doing they will be im- 
proved. 

In certain text -books, especially those 



42 THE AUTOMATIC IlfSTEUCTOE. 

pertaining to matliematics, pure or applied, 
tlie demonstration of theorems and tlie solu- 
tion of problems are most important. Tlie 
solution of problems is merely an adjunct 
to the system herein described, but should 
never be neglected by the student. After 
he has solved all the problems, one or 
more of them should be selected and copied 
on a card as in the case of the questions, 
to be solved during the reviews and ex- 
aminations prescribed. 

A theorem to be demonstrated presents 
no difficulty. Take for example the fol- 
lowing : 

PROPOSITION XVII. THEOREM.* 

In any triang-le, the straight line which bisects 
the ang-le at the vertex, divides the base into two 
segments proportional to the adjacent sides. 



* Davies' Legendre. 



THE AUTOMATIC I]S^STEUCTOR. 



43 



(105) 
Proposition XVII. Book IV. 



How is the base of any triangle 
divided by tlie straight line wliicli 
bisects tlie angle at the vertex ? 

Demonstrate. 



Here the answer to the question is the 
theorem to be demonstrated, and a know- 
ledge of the subject requires the ability to 
make the demonstration. 

Whenever a rule is covered by a ques- 
tion, the question should be followed by 
" Why V\ and the student should invari- 
ably be able to give the reason. 

In the study of languages, this system 
is chiefly valuable in learning the prin- 
ciples and rules ; the exercises of course 
must be worked out separately ; but, as 
in the case of the problems, it is well to 
make out occasional cards containing parts 
of exercises suitable as illustrations. 



4,4 THE AUTOMATIC IIS^STRUCTOK. 



y. 

MEMORY TRAINmG. 



It is claimed that this system trains tlie 
memory by tlie most natural and therefore 
the most logical of processes. Weak mem - 
ory results from the inaptitude of the mind 
to receive strong impressions in ordinary 
cases. 

The remedy is evidently either the re- 
moval of this inaptitude, or a means of 
making the impression strong enough to 
be retained. The oftener a mental pro- 
cess is repeated, the easier it becomes, and 
therefore the use of a device for making 
an impression strong enough to insure its 
retention by the mind will gradually re- 



THE AUTOMATIC INSTRUCTOR. 45 

move the inaptitude of the mind to receive 
sucli an impression. 

If we may be pardoned for comparing 
tlie mind of a person possessing a weak 
memory to a block of wood, tke operation 
of this system may be likened to driving 
a nail into this block. Formulating and 
writing a question corresponds to the start- 
ing of the nail ; each successive effort to 
answer the question corresponds to the 
effect produced by the blow of a hammer 
on the nail, which by repeated blows may 
be driven to its head. 

Painstaking effort in the application of 
this system cannot fail to greatly improve 
a weak memory. Page after page of a 
book may be read without producing a 
lasting impression ; but a question cannot 
be formulated and written down mthout 
leaving an impression of the point it 
covers, and by repetition and separation the 
first impressions are necessarily deepened. 
That which has been learned and remem- 
bered is filed away in the mind to be pro- 



46 THE AUTOMATIC IT^STEUCTOE. 

duced wlien required ; while that wMcli is 
still imperfectly known is studied and re- 
studied until it also is learned, remem- 
bered, and filed away. 

Concentration of tlie mind and analysis 
of tlie subject are prerequisites in any 
system of memory training. Tlie only 
otlier element of such a system is a device 
for insuring retention. All such devices 
are primarily based upon repetition. The 
system herein described, since it covers all 
these essentials, and insures concentration, 
analysis, and retention, cannot fail to train 
the memory and the mind of the student 
who applies it conscientiously. It is the 
simplest and most natural system for train- 
ing the memory, and is therefore believed 
to surpass in the excellence of its results, 
the more confusing and complex systems 
for accomplishing the same result. 



THE ATTTOMATIC IJS^STRUCTOR. 47 



. VI. 

LEAKNING A BOOK IN ONE 
EEADING. 



The statement that a book may be 
laarned in one reading might properly be 
questioned if no explanation were made of 
its exact meaning. 

The manner in which a book is to be 
learned depends upon the object of the 
reader. If this is to prepare for an ex- 
haustive examination, great attention must 
be paid to every point of importance. 
But the object in general reading is to 
obtain a general knowledge and the 
reader is at liberty to choose the points to 
be specially remembered. Moreover in 



48 THE AUTOMATIC II^STEUCTOE. 

general reading, many of tlie important 
statements in tlie book are often already 
known to the reader, having been met with 
and learned elsewhere. When this is the 
case, there is a corresponding reduction in 
the amount remaining to be learned. 

It is evident that good judgment is re- 
quired in determining the salient points 
of a book. Perhaps no two readers would 
agree as to what is absolutely essential. 
A distinguished scholar would no doubt 
reject much that would be regarded as 
material by a beginner. 

To be of maximum value, a system for 
learning a book in one reading should be 
adapted to the use of those who are most 
in need of assistance. 

The system hereinbefore described, while 
suited to beginners becomes more and more 
valuable the oftener it is used and trains 
the mind automatically to grasp the ma- 
terial and reject the immaterial. 

A novel is perhaps most thoroughly en- 
joyed when a reader sits in a capacious 



THE AUTOMATIC INSTRUCTOR. 49 

arm cliair by an open fire or lazily reclines 
on a comfortable couch. Such reading, if 
too frequently indulged in, is a mental 
dissipation. The impressions on the mind 
are light and evanescent. No eifort need 
be made to deepen or retain them, for as a 
rule it is of no importance to remember 
what is read. 

Books worth learning are fi'equently 
read in the same way, and the mental im- 
pressions produced are like "foot-prints 
in the sand."" It would be palpably 
absurd to claim that any system could be 
debased for learning a book in one such 
reading. 

But when a profound student takes up 
a treatise on some subject in which he is 
deeply interested, his mind gathers the 
salient points as a powerful magnet draws 
particles of steel from a mass of chalf. 
Such a student has no difficulty in learn- 
ing such a book in one reading. He un- 
consciously applies the essential and funda- 
mental principles on which must be based 



50 THE AUTOMATIC Il^STRUCTOK. 

any practical system for accomplisliing a 
similar result. These are the principles of 
the system hereinbefore outlined. In this 
case the mind of the student is trained and 
retention is assured by the strength of the 
original impression. 

In this kind of reading, the analysis 
consists in determining the essential points 
which the reader considers it necessary or 
desirable to remember. Upon coming to 
such a point, if it is not already known to 
him, he should formulate a question cover- 
ing it, and write the question and reference 
on a card in the usual way. This should 
be repeated whenever such a point is en- 
countered. 

The mental impressions produced by this 
process may or may not be sufficiently 
strong to enable the reader upon finishing 
the book to answer all the questions pre- 
pared. If not, the device for deepening 
the impressions is ready for use and easy 
of application. 

With practice the necessity for the use 



THE AUTOMATIC I]S"STRUCTOR. 51 

of this device will gradually cease ; but it 
will be an advantage to have the cards 
always at hand for reviewing the book at 
any future time. It is evident that such a 
review can be most quickly and thoroughly 
made. 

If it is objected that this is not an in- 
fallible system for learning a book in one 
reading, it may very truthfully be said that 
it is as nearly infallible as any other system 
proposed for accomplishing such a result, 
and that it is unquestionably the simplest 
of them all. 

The preparation of the questions ne- 
cessitates the making of a mental abstract 
of the subject, and the device for learning 
and remembering this abstract is incom- 
parably simpler and quite as efficacious as 
any of the complex mnemonic systems 
sometimes recommended for the same pur- 
pose. 



52 THE AUTOMATIC IT^STEUCTOR. 



VI I. 

EXTENSION OF THE SYSTEM. 



Tlie accumulation of information upon 
a special subject from any number of 
different sources is easily and completely 
effected by using this system. For ex- 
ample, suppose a student is specially in- 
terested in a particular subject. In Ms gen- 
eral reading, he will frequently be struck by 
some statement bearing on this speciality. 
This may be an essential point also of the 
book or article which is being read, or it 
may be merely an example illustrating 
such a point. 

In the former case write the question 
covering the statement, with the proper 
references, on two cards, one of which is 



THE AUTOMATIC IISTSTRUCTOR. 53 

to be kept with those pertaining to the 
book itself, while the other is to be filed 
under the particular subject to which it 
pertains. In the latter case, it is only 
necessary to make out one card for file. 

It will sometimes be practicable and 
advantageous to write the answer on the 
back of the card. 

In this way interesting facts relating 
to any number of special subjects may be 
accumulated and filed in the course of 
general reading ; the cards containing the 
questions and references being placed in 
envelopes or pigeon-holes marked with 
the title of the special subject. 



LIBRARY OF CONGRESS 



029 453 441 6 



